Running Head: A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
A Look at Sustainability and Leadership in Organizational Learning
R. Lewis Steinhoff
Regent University
R. Lewis Steinhoff, School of Business and Leadership, Regent University
Correspondence concerning this article should be addressed to R. Lewis Steinhoff,
Regent University, Virginia Beach,Virginia 23464.
Email: rlewste@mail.regent.edu
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A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
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Abstract
Can the world become a learning organization and sustain that objective for years to come? This
paper looks at sustainability, organizational learning and the leadership necessary to achieve and
maintain organizational learning in a global context. The leadership necessary to achieve this
state is transformational and relies on shared vision. A true learning organization is one that
manifests that continuous learning through improved production or higher volume. Corporately,
becoming a learning organization requires a breaking away from the habitual ways of doing
things. Individually, enabled learning creates positively valued outcomes, such as innovation,
efficiency, better alignment with environment and competitive advantage. This paper explores
sustainability in organizational learning and the leadership necessary to make that happen.
Key Words: organizational learning, sustainability, transformational leadership
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A Look at Sustainability and Leadership in Organizational Learning
Sustainable means, “capable of being sustained…of, relating to, or being a method of
harvesting or using a resource so that the resource is not depleted or permanently damaged…of
or relating to a lifestyle involving the use of sustainable methods” (Merrium-Webster, 2013).
The Oxford dictionary’s definition is similar: “able to be maintained at a certain rate or
level…conserving an ecological balance by avoiding depletion of natural resources…able to be
upheld or defended” (Oxford, 2013). One can look at sustainability then as something that can
be maintained at a certain level without being depleted of resources and that has a commitment
to sustainable processes. The challenges then for sustainability in organizational learning are
continuous learning at a measurable performance level, application of the right resources to
learning without depleting those resources and maintaining a commitment level both at the
individual level and organizational level.
This study examines the components and global competencies necessary to achieve
organizational learning at a sustainable level and the potential impact leadership and culture can
have on achieving this goal.
Organizational Learning
One could read “learning organization” and think “organizational learning.” According
to Easterby-Smith, Araujo and Burgoyne (1999), there are two communities of thought on
organizational learning. One concentrates “on the development of normative models and
methodologies for creating change in the direction of improved learning processes”…and the
other concentrates…“on understanding the nature and processes of learning (and unlearning)
within organizations” … and … “The technical variant is thus interventions based on
measurement” (Easterby-Smith et al, 1999: page 8). Thus a true learning organization is one that
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manifests itself through production of improved product or higher volume of product or perhaps
less rework. Improvements are plotted over time and compared to historical data thus creating a
learning curve (Easterby-Smith et al, 1999: page 8). Others such as Garvin (1993) and Senge
(1990) positively value learning where the organization “enables the learning of its members in
such a way that it creates positively valued outcomes, such as innovation, efficiency, better
alignment with environment and competitive advantage” (Huysman, M., 1999: page 61). What
then affects the change necessary to be a learning organization? What kinds of interventions?
Senge (1990), refers to a “Three Legged Stool” (Senge, 1990: page xiii) when referring to
the fundamental learning units (e.g., working teams) where Aspiration, Reflective Conversation
and Understanding Complexity represent the three legs. Take one away and the stool falls over.
The three legs represent the “Core Learning Capabilities for Teams” (Senge, 1990: page xiii).
The challenge then is to get an organization to a point where all three legs are in place in a
sustainable position. Hsiao (2011) studied a government as a learning organization and noted
that human resource development has evolved from training to people performance. However,
Hsiao notes that, “Individual performance does not stand for organizational performance; but,
individual performance can be transformed into organizational performance by connecting
with organizational process performance” (Hsiao, 2011: page 734).
Argyris’ Interventionist Theory (2006) proposes the idea of discrepancies between the
interventionist and the clients. Argyris (2006) states, “The increased success will tend to feed
back to, and alter, the inputs… to reduce the discrepancy between his ideals and his actual
behavior … to decrease his need for, and dependence upon, formal power, and … to decrease his
feelings of validity about his intervention and change philosophy” (Argyris, 2006:
page183). This suggests that as the interventionists’ ideals change or mature, there will be
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
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greater acceptance by the client leading to positive value learning. An organization with learning
but not creation is not perceived as a learning organization, but an organization just only for
learning. For this reason, a learning organization needs to transform learning into
creation. (Hsiao, 2011: page 739)
Rowden (2001) describes six common characteristics of learning organizations:
1. They provide continuous learning opportunities.
2. They use learning to reach their goals.
3. They link individual performance with organizational performance.
4. They foster inquiry and dialog, making it safe for people to share openly and take
risks.
5. They embrace creative tension as a source of energy and renewal.
6. They are continuously aware of and interact with their environment. (Rowden,
2001: page 12)
To make these six characteristics a reality requires the right kind of committed leadership. As
we will see next, a transformational approach to leadership is one approach to achieving this.
Transformational Leadership
Words like ‘intervention,’ ‘transforming,’ ‘freedom,’ and ‘culture’ are traits that describe
a transformational leader who is not afraid to intervene when necessary and that can win-over
followers to create in them a belief. This belief affects their inner core being and creates a
willingness and desire to follow. Transformational leadership,
[F]oster performance beyond expected standards by developing an emotional attachment
with followers and other leaders, which is tied to a common cause, which contributes to
the “greater good” or larger collective. We define such leadership as Burns (1978) did,
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as representing the moral high road of leadership. It is also leadership that is individually
considerate, intellectually stimulating, inspirationally motivational, visionary, and of high
ethical standards. (Avolio and Yammarino, 2002: p. xvii)
Thus a transformational leader is an enabler of human beings to get work done not because they
are forced to but because they want to.
Transformational leadership can put in place a shared vision. Senge (1990) suggests that
“you cannot have a learning organization without a shared vision …without a pull toward some
goal which people truly want to achieve, the forces in support of the status quo can be
overwhelming” (Senge, 1990: page 195). Senge (1990) notes that with a shared vision, “work
becomes part of pursuing a larger purpose embodied in the organizations’ products or services”
(Senge, 1990; page 193). Preskill and Torres (1999) suggest that through asking questions;
identifying and challenging values; reflection; dialogue; collecting, analyzing and interpreting
data; action planning; and implementation all “help individuals and teams develop new
knowledge, insight, skills and appreciation” (Preskill and Torres, 1999: page 92). By doing these
things, a transformational leader can build a team that possesses a shared vision which leads to
an organization that is constantly learning and applying that knowledge to performance of work.
Can transformational leadership exist in cultures not conducive to Rowden’s (2001) six
common characteristics of learning organizations? Are Avolio and Yammarino’ (2002) traits of
‘individually considerate,’ ‘intellectually stimulating,’ ‘inspirationally motivational,’ ‘visionary,’
and of ‘high ethical standards’ possible in any cultural environment? Next we will tie in culture
with organizational learning and transformational leadership.
Culture
With the assembly of an automobile, components are manufactured, connected together
to form sub-assemblies, and then these sub-assemblies are brought together on an assembly line
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to form an automobile. The individual components, subassemblies and the resulting automobile
all possess certain characteristics that define what they are. A culture is very similar to an
automobile in that it too possesses components and characteristics that describe its existence.
Boulding (1985) offers the following when discussing cultural diversity:
There are innumerable cultures among those who work for a living, even among those
who work for wages. It is not only that rural cultures are frequently different from urban,
for within the urban working class there are enormous cultural differences between, say,
the “disreputable” working class and the “respectable,” usually churchgoing, working
class. There are also great differences in a country like the United States in the cultures
of the different ethnic groups, and great differences in the various religious cultures.
Jehovah’s Witnesses are very different from Irish Catholics and even Irish Catholics from
Mexican Catholics. Politically, political parties in democratic countries tend to be loose
alliances of diverse cultural groups. (Boulding, 1985: page 79)
In a quantitative study by Egan, Yang and Bartlett (2004) that looked at the effects of
organizational learning culture and job satisfaction on motivation to transfer learning – that is to
apply the learning – and turnover intension, they posit that “The culture and environment of an
organization can influence the types and numbers of learning-related events and employee job
satisfaction as well as employee motivation to transmit newly acquired knowledge to the
workplace context” (Egan, Yang and Bartlett, 2004: page 280). They admit however, that this
needs more research and that it is of particular interest to HRD because of the “potential impact
on motivation and satisfaction emerging from workplace environments that have characteristics
strongly associated with an organizational learning culture construct” (Egan et al, 2004: page
280).
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The Egan et al (2004) study showed that organizational learning culture “is a valid
construct in predicting job satisfaction and two outcome variables; motivation to transfer
learning and turnover intension” (Egan et al, 2004: page 295). Also, it was shown that
“organizational learning culture and job satisfaction are important in determining employees’
motivation to transfer learning and turnover intension” (Egan et al, 2004: page 295). This is
important because motivation and job satisfaction are often linked to Transformational
Leadership (Avolio and Yammarino, 2002) and shared vision.
This is further understood in a working paper1 where qualitative interviews were
conducted with global Human Resource Development (HRD) practitioners as well as
experienced lower level HRD practitioners that investigated the components and characteristics
of culture. The interviews consisted of three open-ended questions determined in part from the
literature and on agreement between the interviewers. The three interview questions were:
1. What is your opinion on the importance of culture within an organization?
2. What is your view on the components and characteristics of organizational culture?
3. Are there certain global competencies you possess and subscribe to?
Method and Sample
The sample size consisted of six interviewees representing different levels of HRD. In
four out of six cases, the interviews were face-to-face. The remaining two interviews were done
over the phone. All six interviewees were asked the same exact three questions and where
necessary, clarifying questions were asked. Responses were recorded through note taking and
some responses were enhanced through additional data received via email.
1
Starbuck, C., Brownlee, J. & Steinhoff, L. Data and notes from independent qualitative
interviews of global human resource development practitioners. Virginia Beach, VA:
Regent University.
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Given the interview questions were open-ended the approach to assessment of the
cumulative data received followed the critical incident technique proposed by Flanagan (1954).
This approach identifies the frame of reference that will be used in describing incidents, the
inductive development of area and subarea headings and “the selection of one or more levels
along the specificity-generality continuum to use in reporting the requirements” (Flanagan, 1954:
page 19).
DataCollection
Tables 1, 2 and 3 capture the responses to each of the three qualitative interview
questions for each of the six HRD practitioners. Notes and themes are identified in the right
hand column of each table as a result of reflection of the responses. In a slight deviation from
the normal critical incident technique, a code book is not developed as the codable moments (the
notes and themes) observed reveal a fairly clear set of resultant themes which are identified after
each table. The latent codes follow after the third table and are the result of reflective analysis of
all the resultant themes. A model is then proposed to illustrate how culture and global
competencies are tied together.
Discussion
There were a total of 13 resultant themes across the three questions. After eliminating
duplication and after consolidation, five resultant themes were remaining and they were:
1. Organizational Characteristics  Fabric, DNA, Unique, Foundation, Glue, Common
values, Trust, Integrity and Trust, Respect, Motivation, Innovation, Inclusiveness,
Situational Awareness, Quality Orientation, Engagement
2. Branding  Competitive Differentiator, Work Ethic, Time tested, Marketing,
Professionalism, Business Savvy, Teamwork, Collaborative Approach
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3. Processes  Alignment of people, How things are done, Marketplace, Decision making
model
4. Performance  Sustainable, Power Structure, Leadership, Rewards and Recognitions,
Kudos, Reinforce through actions
5. Skills  Analytical Skills, Emotional Intelligence, Cross-cultural and Cross-generational
Knowledge and Skills Assessment, Talent management
Table 1
Responses to the question, “What is your opinion on the importance of culture within an
organization?"
1. What is your opinion on the importance of culture within an organization?
HRD
Practitioner
Response
#1
Glue that holds things together or
the grease that starts things
moving. So difficult to get your
arms around and manage. It’s the
unspoken taboos, the way we do
things. Taboos that you have to
break to be successful. Example,
the way we do things. Is it okay
to disagree openly with your
boss? Either it encourages or
discourages. It punishes and that
can squelch innovation.
Culture is the DNA of the
organization. It is the invisible
environment of a company or
organization that dictate it norms,
ethics, communication style,
energy, how people and group
engage, influences it’s processes,
the accountability to itself and
customers.
Helps create the company
distinctive, brands it
#2
#3
Tool or
Method
Used
Face to face
interview
Face to face
interview
Notes/Themes
The culture is
what defines
and holds the
organization
together. It is
the glue,
DNA, fabric,
brand of the
organization.
Accountability to
itself and
customers.
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1. What is your opinion on the importance of culture within an organization?
HRD
Practitioner
#4
#5
#6
Response
People identify with it, you can
hire to it
Foundation for everything
Strategize based on culture –
though it doesn’t mean you can’t
strategize without it but it does
reflect “how” you do business and
treat people
Known by it (examples: Nike,
Google, Microsoft)
Helps recruit, identify, and create
distinctive that you want to have
(example: Tom’s shoes – it
business and missionally-minded
Part of the brand
Defines the organization not
necessarily the product of the
organization
Helps with person-organization fit
It’s about the people and how they
are treated
Affective Commitment because
people align with the organization
Symbolic of leadership values
Leaders influence the culture
Systems send messages regarding
what leaders value
The culture defines the “brand” of
the organization
Determines how employees and
clients are treated
The culture is the fabric of the
organization that makes it unique
and functions as the competitive
differentiator
Trust and integrity are two
outcomes, without which the
organization will not succeed
The same person can experience
changed behaviors situation to
situation, which highlights the
Tool or
Method
Used
Notes/Themes
The culture is
the foundation
upon which
everything
else is done
including how
you treat
people,
processes,
organizational
systems, and
decisions.
Culture helps
with
alignment of
people with
the
organization.
Unique and
functions as
the
competitive
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1. What is your opinion on the importance of culture within an organization?
HRD
Practitioner
Response
Tool or
Method
Used
importance of culture within an
organization
Processes can even be cultural
Financial obligations (i.e. who an
organization owes things to) can
impact behaviors
Sports example : STL Cardinals
culture (what is it about the
culture of the St. Louis Cardinals
that continues to produce winning
teams regardless of who the
players are?)
Scouting (young pitching talent)
Work ethic
Culture impacts everything from
the way the games are televised to
the organizational systems
We can observe a culture of
mediocrity in other cities with
respect to sports (e.g. twin cities)
due to a track record of poor
performing teams and,
consequently, bad decisions are
consistently made that do not lead
to championships.
Resultant Themes
Notes/Themes
differentiator
Work ethic.
1. Organizational Definition  Fabric, DNA, Unique
2. Foundation  Glue
3. Branding  Competitive Differentiator, Work Ethic,
4. Processes  Alignment of people, How things are done
Table 2
Responses to the Question, “What is your view on the components and characteristics of
organizational culture?
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
2.
What is your view on the components and characteristics of organizational
culture?
HRD
Practitioner
Response
#1
Suggested adding word
“distinct” in question. One of
the components are
performance culture. One of
the survey items is used to
measure performance culture.
One of the things that makes it
difficult to manage is that it’s
difficult to measure. Pencil or
online or focus groups are
ways to quantify performance
culture. Performance is one
component and whether
people see connection
between reward and
performance. Mission
alignment. Connection
between what they’re
rewarded for and mission
(we’re spending time on me
(valued)). One of the things in
the past working on and still
important is developing a
learning organization. If they
don’t grow they die. Old
procedures are fine for 1950
but doesn’t work as well in a
dynamic environment.
Constant learning is critical to
an organization. Living
organism. Performance and
alignment need to be in place.
If you want to continue to
grow, it has to be part of the
organization looking outward.
For us we have to look at what
NNSA is doing regarding the
constant cyber attacks.
Mentioned an exercise he
participated in where
#2
13
Tool or
Method
Used
Face to
face
interview
Notes/Themes
Components
include
performance and
connection to
reward.
Performance
needs to be
aligned with
need.
Face to
face
Trust,
communications,
power structure,
engagement with
people,
leadership style,
learning
organization,
structure and
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
2.
What is your view on the components and characteristics of organizational
culture?
HRD
Practitioner
Response
instructor simply said we’re
here to become a group. For
the next several days, the
students in the class positioned
themselves, suggested things,
tried to determine who they
could trust, organized into
pods but never one large
group.
#3
#4
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The components of a culture
can include but is not limited
to the following:
communication style (s)
power structure – who has the
authority
engagement methods – direct
or indirect
energy – low/ med/ high
how success is defined
ethics
inclusion or exclusion process
Leadership style (autocratic,
servant-leader, etc)
Learning organization
(provide tuition assistance)
Pedagogy – workspace
Employee handbook –
guidelines
Structure, flexibility of
work schedules, dress,
family friendly, timeoff policies
Environment – tone
Physical space
Internal communication flow
(formal and informal)
Dress code
Leadership values
Tool or
Method
Used
interview
Notes/Themes
flexibility,
values,
organizational
fitness, decisionmaking model,
recognition
programs.
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
2.
What is your view on the components and characteristics of organizational
culture?
HRD
Practitioner
#5
#6
15
Response
Recognition programs
How work gets done
Performance management
Decision-making model
(collaborative, C-level, etc.)
Overt leadership expectations
Rewards and recognition (i.e.
walk the talk: rewarding and
recognizing people who model
the desired cultural attributes
or leadership practices)
Selection criteria (talent
management; hiring the right
people)
Performance management
(what and how)
Organizational fitness (longterm; sustainable over time;
transcends leadership, as it can
transform leadership as well)
Common values based on
time-tested principles (e.g.
integrity; respect; treating
employees well; hard work;
motivation)
Culture should take advantage
of the organization’s place
within the competitive
marketplace (e.g. banking:
banks are focused on such
differentiators as financial
security, innovation, or
customer focus. Banks should
pick one, or perhaps multiple,
and accentuate that in the
culture).
The cultural element in a
behavioral-changing
environment involves both
stated (i.e. formal; the way
Tool or
Method
Used
Notes/Themes
Rewarding and
recognizing people.
Talent management.
Sustainable.
Common values.
Place within
marketplace.
Kudos.
Must do more
than merely state
what is valued;
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2.
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What is your view on the components and characteristics of organizational
culture?
HRD
Practitioner
Response
Tool or
Method
Used
senior leaders want things
done – desired state, including
such aspects as accountability,
financial responsibility, and
customer focus) and unstated
(i.e. informal; the way things
really are – current state)
cultural characteristics.
Sports analogy: If a baseball
team chooses to focus on
really good defense, it must be
enforced within the culture by
way of giving as much kudos
to the player who makes the
great outfield play as the
batter who hits a three-run
homer.
Must do more than merely
state what is valued; must
reinforce through actions and
behaviors, as these are more
potent than verbally
communicating them.
Notes/Themes
must reinforce
through actions
and behaviors,
as these are
more potent than
verbally
communicating
them.
Resultant Themes
1. Performance  Sustainable, Power Structure, Leadership
2. Rewards and Recognitions  Kudos, Reinforce through actions
3. Needs  Talent management
4. Common values  Trust, Communications, Engagement
5. Marketplace  Decision making model
Table 3
Responses to the Question, “Are there certain global competencies you possess and subscribe
to?
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
3.
Are there certain global competencies you possess and subscribe to?
HRD
Practitioner
Response
#1
Communication skills (oral and
written). Interpersonal skills;
how you communicate using
hands. Analytical skills.
Teamwork being able to work
with others effectively. Crosscultural and cross-generational
knowledge skills and abilities
(KSAs or competencies).
Provided example of his own
heritage.
Tool or
Method
Used
Face to
face
interview &
input via
email
Across-the-board competencies- “Must-Haves”
Communication- oral and
written
Analytical Skills
Teamwork
Problem Solving
Quality Orientation
Professionalism- integrity, trust,
ethics
Cross-cultural and Crossgenerational KSAs
What shall we do to develop
these competencies in and
outside the classroom?
Mentioned participation in a
Brookings Institute sponsored
audit in Williamsburg, VA. He
mentioned how Gen Petraus
stated that the war was not about
killing people but getting the
community to embrace what you
are doing (e.g., building
schools). Regarding China, will
their will to become a world
Notes/Themes
Communication,
teamwork,
analytical skills,
quality
orientation,
integrity and
trust, crosscultural and
crossgenerational
knowledge and
skills
assessment.
The following was emailed to me
after the interview:
#2
17
Face to
face
interview
Inclusiveness,
emotional
intelligence,
situational
awareness.
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
3.
Are there certain global competencies you possess and subscribe to?
HRD
Practitioner
#3
#4
#5
18
Response
power overcome their fear of not
becoming one? If they embrace
the Western ideal they can
become the number one world
power. Dubai mentioned as a
country that has embraced the
Western ideal.
Agility
Inclusiveness
resilience
emotional intelligence
situational awareness
Inclusion
Professionalism
Accountability
Customer Driven
Business savvy – all need to
understand numbers
Subject matter experts
Collaborative
Approach
Business ethics
Learning organization
Collaborative
Individual and Career
development
Process improvement
Customer Service
Job design
Person-job fit (Jim Collins –
Right person on the right seat on
the right bus)
When assisting organizations,
the firm concentrates on helping
the client focus on the following
key factors in order to shape
culture:
How to lead others
How to think about
business
Tool or
Method
Used
Notes/Themes
Professionalism,
business savvy,
collaborative
approach.
Learning
organization,
focus on helping
client.
Discipline in
business
operations,
respect,
motivation,
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
3.
19
Are there certain global competencies you possess and subscribe to?
HRD
Practitioner
Response
Tool or
Method
Used
How to execute (i.e. get
work done)
How to treat others
Enhance employees’
desire to embrace
learning
#6
Global competencies should be
time-tested principles (e.g.
discipline to operate business
efficiently and effectively;
respect; trust; motivation)
There should also be embedded
within the organization’s culture
certain situational competencies
such as innovation, marketing
factors such as branding, an
appropriate balance between
work and play (i.e. strategic
difference).
Resultant Themes
Notes/Themes
innovation,
branding,
balance between
work and play.
Time tested.
Marketing.
Balance.
1. Communication  Inclusiveness, Emotional Intelligence, Situational Awareness,
Teamwork, Quality Orientation, Collaborative Approach.
2. Characteristics  Integrity and Trust, Respect, Motivation, Innovation,
3. Skills  Analytical Skills, Cross-cultural and Cross-generational Knowledge and
Skills Assessment.
4. Branding  Time tested, Marketing, Professionalism, Business Savvy
Discussion
There were a total of 13 resultant themes across the three questions. After eliminating
duplication and after consolidation, five resultant themes remained and they were:
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
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1. Organizational Characteristics  Fabric, DNA, Unique, Foundation, Glue, Common
values, Trust, Integrity and Trust, Respect, Motivation, Innovation, Inclusiveness,
Situational Awareness, Quality Orientation, Engagement
2. Branding  Competitive Differentiator, Work Ethic, Time tested, Marketing,
Professionalism, Business Savvy, Teamwork, Collaborative Approach
3. Processes  Alignment of people, How things are done, Marketplace, Decision making
model
4. Performance  Sustainable, Power Structure, Leadership, Rewards and Recognitions,
Kudos, Reinforce through actions
5. Skills  Analytical Skills, Emotional Intelligence, Cross-cultural and Cross-generational
Knowledge and Skills Assessment, Talent management
When examining these six resulting themes, it is evident that three latent codes emerge:
CODE1  Organizational Culture (ties into #1 and #2 above)
CODE2  Human Capital (ties into #5 above)
CODE3  Processes/Performance (ties into #3 and #4 above)
The results appear to support the opinion that culture is actually established from the
people and through development of human capital who are rewarded in appropriate ways, at the
right time, and when it is clearly linked to mission, the processes will be better manned and
performance will improve. This also agrees with the Egan et al (2004) quantitative study in that
the learning culture and job satisfaction are important to motivation and transfer of learning.
Figure 1 below shows the resulting model.
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
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Organizational
Culture
Processes &
Performance
•
•
Alignment of people & How
things are done
Reinforce through actions &
Sustainable
Human
Capital
Figure 1. Model showing the relationship between Human Capital and Processes and
Performance to an Organizations Culture.
As shown in Figure 1, it takes skilled human capital to run the processes and perform the
work. How well this is done defines how well suited the organizational culture is for providing
the environment that is conducive to continual learning, HRD and improved performance. The
results also seem to support the importance of having a sustained commitment to organizational
learning. Schwabel (2011) notes that, “If a company doesn’t have an effective, value-adding
professional and career development program, tenure certainly isn’t the biggest concern then. On
the flipside, a good professional development program shouldn’t necessarily favor participants
based on seniority, but should be open to anyone who is actively interested in advancing their
career and knowledge” (Schwabel, 2011). Therefore the intervention required to begin the
transformation toward a learning organization will look like the model shown in Figure 2 below.
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
All three levels play role in
communication and training of new
recruits.
Support
Staff
22
Management
Craft/
Trade
Staff
• Planning, Programming Budgeting &

Evaluation/ Execution
TQP Card
• Leadership Skills
• Staffing & Performance Evaluation
• Specialized Training in Craft or Trade
 TQP Card (2 years)
New recruits and
those employees
desiring advancement
•
•
•
•
•
•
Advanced Safety & Security
Understanding the Plant & Lab
Communication Skills Training
Diversity & Ethics Training
Organization 101 Brief
Career Development Determination
Figure 2. Model of intervention to fill gaps identified with an organizational needs
assessment.
In Figure 2, the process would begin with employees newly hired receiving an
Organization 101 brief which would explain clearly the advancement paths leading to three
pools: Support staff; Craft and Trade; and Management. Once Technical Qualification Cards
(TQPs) were completed for each level, employees then would be placed in the corresponding
pools and management would first go to the pool of the skills desired to find someone before
posting a position. This proposed model reflects a sustainable Professional Development
Program that would be applicable to all employees based on their needs and desires with the
objective of providing motivation and incentive to the employees to select which track they want
to follow.
Conclusion
The qualitative study model (Figure 1) illustrates the importance of culture to HRD and
ultimately to performance. With a culture of organizational learning, employees will be more
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
23
willing and supportive of training and development and as long as they are connected and
believe their contributions support the mission of the organization and they are properly
recognized for that, employees can be developed in ways that enhance their skills that result in
better product or greater performance. Job satisfaction appears to impact tenure in that people
generally will stay with the organization longer if they are satisfied. Transformational leaders
approache leadership with these things in mind.
The working qualitative study revealed that sustainable organizational learning is
dependent on a number of very important things. The transformational leader needs to establish
the vision and promote continuous learning at a measurable performance level, apply the right
resources to learning without depleting those resources and maintain a commitment level both at
the individual level and organizational level. Finger and Brand (1999) posit, “through their
behaviour, their management style, their ways to reward (and to punish), but also through their
ability to coach, to mentor, to accept critique and alternatives, to question dominant views, the
leaders have a significant influence on individual and collective learning” (Finger & Brand,
1999: p. 151). When the leadership is transformational (Burns, 1978), the vision is shared
(Senge, 1990), the people are consulted (Preskill & Torres, 1999), the level of continuous
learning is measured in production performance (Easterby-Smith et al, 1999), and
leadership/management is not apprehensive about intervening and receiving feedback (Argyris,
2006), the chances of having and maintaining in a sustainable fashion a learning organization,
increase.
Further study could include looking at a variety of types of organizations to determine
whether built-in rules impact culture. How does Veterans preference impact recruiting in a
Governmental organization? If there are Grade and Step restrictions in the hierarchical system of
A LOOK AT SUSTAINABILITY IN ORGANIZATIONAL LEARNING
24
Government, how can culture be changed to allow employees to better themselves and make
their chances of promotion better? These are critical challenges within Government that might
not be present in private industry. A more important study would be one that examines the
effects cultures around the world have on freedom of expression and opportunities to better
oneself through develop skills that would benefit the individual and the organization.
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